The Effect of Full Day and Reguler Programs on Islamic Religious Education Learning Achievement in Students of Sdit Ar-Rasyid and SDN 6 Kampung Baru
DOI:
https://doi.org/10.53797/icccmjssh.v4.sp.23.2025Keywords:
Learning duration, full day school, school leadership, PAI learning achievementAbstract
This study explores the effect of Full Day School (FDS) and Reguler School models on learning achievement of Islamic Religious Education (PAI) in students of Integrated Islamic Elementary School and Public Elementary School. Using a comparative case study qualitative design in SDIT Ar-Rasyid (FDS) and SDN 6 Kampung Baru (Reguler School), data were collected through participatory observation, in-depth interviews, focus group discussions, and school documents. Data analysis used a reduction-display-verification framework (Guba & Lincoln & Guba, 1985) and triangulation of methods and sources to increase credibility. The results show that FDS provides longer duration for intensive learning, but without adequate time management and teaching strategies, it can lead to fatigue and decreased PAI motivation. In contrast, Reguler School forces teachers to optimize short teaching methods with concise modules, but time constraints limit the depth of cognitive understanding and worship practices. Supporting variables-instructional and transformational leadership, availability of religious facilities, and management of learning duration-acted as the main mediators affecting cognitive, affective, and psychomotor achievement outcomes. This study recommends strengthening the capacity of PAI teachers and improving religious facilities in FDS, as well as regulating remediation schedules and co-curricular activities in Reguler School, so that both models can optimize the learner profile of Pancasila. The findings offer insights into the need for adaptive strategies and policies that are more responsive to local contexts, and emphasize the importance of the quality of the learning experience beyond simply increasing duration.
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